Giving Continuing Professional Education More Impact: Adding Bhutan-Related Classroom Practices in Australia and Action Research in Bhutan to the Bhutanese Multigrade Attachment Program (BMAP) - Participants' Perspectives

Warren Halloway; Thomas W Maxwell

Giving Continuing Professional Education More Impact: Adding Bhutan-Related Classroom Practices in Australia and Action Research in Bhutan to the Bhutanese Multigrade Attachment Program (BMAP) - Participants' Perspectives

Warren Halloway
, Thomas W Maxwell

School of Education

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › peer-review

Abstract

Multigrade teaching was introduced to Bhutan to address the Education for All (EFA) goals. Multigrade schools are those rural schools in which a teacher must teach more than one grade in a class and sometimes all grades from K to 6. The Bhutanese Multigrade Attachment Project (BMAP), involving a phase in Australia and another in Bhutan, was commenced in 1993. Two major changes occurred during the 16 years of implementation following an essentially "one shot" model of continuing professional development (CPD) of the early years. A range of data from these two changes were analysed indicating that the BMAP had had an impact upon the majority of participants. The features of BMAP are identified.

Original language	English
Title of host publication	ISFIRE 2009: International Symposium for Innovation in Rural Education: Innovation for Equity in Rural Education
Editors	Terry Lyons, Joon-Yul Choi, Greg McPhan
Place of Publication	Armidale, Australia
Publisher	University of New England, SiMERR National Research Centre
Pages	127-136
ISBN (Print)	9781921208362
Publication status	Published - 2009
Event	ISFIRE 2009: International Symposium for Innovation in Rural Education: Innovation for Equity in Rural Education - University of New England, Armidale, Australia Duration: 11 Feb 2009 → 14 Feb 2009

Conference

Conference	ISFIRE 2009: International Symposium for Innovation in Rural Education: Innovation for Equity in Rural Education
City	Armidale, Australia
Period	11/02/09 → 14/02/09

Keywords

Primary Education (excl Maori)

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https://hdl.handle.net/1959.11/5410

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Halloway, W., & Maxwell, T. W. (2009). Giving Continuing Professional Education More Impact: Adding Bhutan-Related Classroom Practices in Australia and Action Research in Bhutan to the Bhutanese Multigrade Attachment Program (BMAP) - Participants' Perspectives. In T. Lyons, J.-Y. Choi, & G. McPhan (Eds.), ISFIRE 2009: International Symposium for Innovation in Rural Education: Innovation for Equity in Rural Education (pp. 127-136). University of New England, SiMERR National Research Centre. https://hdl.handle.net/1959.11/5410

Halloway, Warren ; Maxwell, Thomas W. / Giving Continuing Professional Education More Impact : Adding Bhutan-Related Classroom Practices in Australia and Action Research in Bhutan to the Bhutanese Multigrade Attachment Program (BMAP) - Participants' Perspectives. ISFIRE 2009: International Symposium for Innovation in Rural Education: Innovation for Equity in Rural Education. editor / Terry Lyons ; Joon-Yul Choi ; Greg McPhan. Armidale, Australia : University of New England, SiMERR National Research Centre, 2009. pp. 127-136

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abstract = "Multigrade teaching was introduced to Bhutan to address the Education for All (EFA) goals. Multigrade schools are those rural schools in which a teacher must teach more than one grade in a class and sometimes all grades from K to 6. The Bhutanese Multigrade Attachment Project (BMAP), involving a phase in Australia and another in Bhutan, was commenced in 1993. Two major changes occurred during the 16 years of implementation following an essentially {"}one shot{"} model of continuing professional development (CPD) of the early years. A range of data from these two changes were analysed indicating that the BMAP had had an impact upon the majority of participants. The features of BMAP are identified.",

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author = "Warren Halloway and Maxwell, \{Thomas W\}",

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editor = "Terry Lyons and Joon-Yul Choi and Greg McPhan",

booktitle = "ISFIRE 2009: International Symposium for Innovation in Rural Education: Innovation for Equity in Rural Education",

publisher = "University of New England, SiMERR National Research Centre",

note = "ISFIRE 2009: International Symposium for Innovation in Rural Education: Innovation for Equity in Rural Education ; Conference date: 11-02-2009 Through 14-02-2009",

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Halloway, W & Maxwell, TW 2009, Giving Continuing Professional Education More Impact: Adding Bhutan-Related Classroom Practices in Australia and Action Research in Bhutan to the Bhutanese Multigrade Attachment Program (BMAP) - Participants' Perspectives. in T Lyons, J-Y Choi & G McPhan (eds), ISFIRE 2009: International Symposium for Innovation in Rural Education: Innovation for Equity in Rural Education. University of New England, SiMERR National Research Centre, Armidale, Australia, pp. 127-136, ISFIRE 2009: International Symposium for Innovation in Rural Education: Innovation for Equity in Rural Education, Armidale, Australia, 11/02/09. <https://hdl.handle.net/1959.11/5410>

Giving Continuing Professional Education More Impact: Adding Bhutan-Related Classroom Practices in Australia and Action Research in Bhutan to the Bhutanese Multigrade Attachment Program (BMAP) - Participants' Perspectives. / Halloway, Warren; Maxwell, Thomas W.
ISFIRE 2009: International Symposium for Innovation in Rural Education: Innovation for Equity in Rural Education. ed. / Terry Lyons; Joon-Yul Choi; Greg McPhan. Armidale, Australia: University of New England, SiMERR National Research Centre, 2009. p. 127-136.

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › peer-review

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AB - Multigrade teaching was introduced to Bhutan to address the Education for All (EFA) goals. Multigrade schools are those rural schools in which a teacher must teach more than one grade in a class and sometimes all grades from K to 6. The Bhutanese Multigrade Attachment Project (BMAP), involving a phase in Australia and another in Bhutan, was commenced in 1993. Two major changes occurred during the 16 years of implementation following an essentially "one shot" model of continuing professional development (CPD) of the early years. A range of data from these two changes were analysed indicating that the BMAP had had an impact upon the majority of participants. The features of BMAP are identified.

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Halloway W, Maxwell TW. Giving Continuing Professional Education More Impact: Adding Bhutan-Related Classroom Practices in Australia and Action Research in Bhutan to the Bhutanese Multigrade Attachment Program (BMAP) - Participants' Perspectives. In Lyons T, Choi JY, McPhan G, editors, ISFIRE 2009: International Symposium for Innovation in Rural Education: Innovation for Equity in Rural Education. Armidale, Australia: University of New England, SiMERR National Research Centre. 2009. p. 127-136